ror.org/00kybxq39
Résumés
Résumé
Cette étude vise à décrire les interventions des enseignant.e.s auprès des garçons et des filles de leur classe lors d’une routine bien établie en maternelle, la collation. Des captations vidéo ont été réalisées dans 15 classes de maternelle 4 ans au Québec afin d’analyser la durée de la collation, la disponibilité psychologique de l’enseignante et quatre interventions spécifiques. Les résultats montrent que la collation dure en moyenne 8 minutes et que les enseignantes sont disponibles psychologiquement pour les enfants 73% du temps. La directive est l’intervention la plus fréquemment observée, alors que l’encouragement est la moins fréquente. De plus, les enseignantes tendent à agir de manière similaire envers les garçons et les filles. Considérant que la collation pourrait être un contexte propice aux échanges, elle pourrait être davantage exploitée par les enseignant.e.s de maternelle pour soutenir le développement et les apprentissages des filles et des garçons.
Mots-clés :
- collation,
- maternelle,
- disponibilité psychologique,
- stimulation langagière,
- soutien émotionnel et comportemental,
- sexe de l’enfant
Parties annexes
Bibliographie
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